Development of Learning Devices Based on Model Eliciting Activities to Improve Students Problem Solving Ability and Mathematical Disposition

This study aims to: 1) To analyze the improvement of problem solving abilities and mathematical disposition of students who learn to use learning devices developed with eliciting activities models 2) To analyze the validity of learning devices developed with eliciting activities models 3) To analyze the practicality of learning devices developed with the modeleliciting activities 4) students to analyze the effectiveness of learning devicesdeveloped with the modeleliciting activities. The subjects in this study were class X students of SMK Negeri 2 Medan in the academic year 2019/2020 with a total of 30 students. The results showed that: 1. Increased students 'mathematical problem solving abilities can be seen from the calculation of N-Gain tests of students' mathematical problem solving abilities in the first try was 0.220 increased to 0.488 in the second tryout and increased to 0.546 at disseminated stage. 2. Improvement of students' mathematical disposition can be seen in each of the indicators of mathematical disposition, namely: indicator 1 (confident in using mathematics) the average score in the first try was 76.81 increased to 81.11 in the second try and disseminated stage increased to 90.28, indicator 2 (flexible in mathematics) the average score in trial I was 74.31 increased to 80.69 in trial II and tdisseminated stage increased to 87.64, indicator 3 (persistent and resilient in doing mathematical tasks) the average score on the first try was 76.50 increased to 80.50 in the second trial and disseminated stage increased to 83.00, indicator 4 (have a curiosity in mathematics) on average score in trial I was 81.11 increased to 82.50 in trial II and disseminated stage increased to 83.33, indicator 5 (reflecting on the way of thinking) the average score in trial I was 73.75 increased to 74.17 pad a trial II and disseminated stage increased to 85.21, indicator 6 (appreciate the application of mathematics) the average score in trial I was 73.33 increased to 90.63 in trial II and disseminated stage increased to 94.17, indicator 7 (appreciating the role of mathematics / opinions about mathematics) the average score in trial I was 81.62 increased to 85.42 in trial II and the disseminated stage increased to 91.25. Keywords : develoment of learning devices, Dick & Carry models, model eliciting activities (MEAs), mathematical problem solving abilitiy, mathematical disposition. DOI: 10.7176/JEP/11-2-15 Publication date: January 31st 202